• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.248-254
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• 2022

Educational innovations are first created, improved or applied educational, didactic, educative, and managerial systems and their components that significantly improve the results of educational activities. The development of pedagogical technology in the global educational space is conventionally divided into three stages. The role of innovative technologies in Higher School practice is substantiated. Factors of effectiveness of the educational process are highlighted. Technology is defined as a phenomenon and its importance is emphasized, it is indicated that it is a component of human history, a form of expression of intelligence focused on solving important problems of being, a synthesis of the mind and human abilities. The most frequently used technologies in practice are classified. Among the priority educational innovations in higher education institutions, the following are highlighted. Introduction of modular training and a rating system for knowledge control (credit-modular system) into the educational process; distance learning system; computerization of libraries using electronic catalog programs and the creation of a fund of electronic educational and methodological materials; electronic system for managing the activities of an educational institution and the educational process. In the educational process, various innovative pedagogical methods are successfully used, the basis of which is interactivity and maximum proximity to the real professional activity of the future specialist. There are simulation technologies (game and discussion forms of organization); technology "case method" (maximum proximity to reality); video training methodology (maximum proximity to reality); computer modeling; interactive technologies; technologies of collective and group training; situational modeling technologies; technologies for working out discussion issues; project technology; Information Technologies; technologies of differentiated training; text-centric training technology and others.

• The Journal of Korean Association of Computer Education
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• v.9 no.3
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• pp.13-28
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• 2006

In this study, we analyze the phenomena of professional development under the four categories: motivation toward entering college of education, pedagogical content knowledge, study of subject matter and future vision. We conducted a survey method for almost 60 computer education majors at S university ranging from freshman up to junior levels and interviewed 5 selected participants. According to SPSS analysis, there was no significant level difference in any category while male students responded more positively than female students in all the categories. To explore the survey results deeply, we selected 3 students from sophomore and junior levels and 2 extra senior students to conduct interviews. The interpretation of the data indicated how their academic problems revealed due to heavy curricular loads seeking second major and difficulties of pursuing pedagogical contents knowledge.

• Journal of The Korean Association For Science Education
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• v.21 no.5
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• pp.795-821
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• 2001

This Qualitative study investigated a preservice teacher's developing views of learning with the influence of constructivist epistemology taught in the Math, Science, and Technology Education (MSAT) Master of Education (M. Ed.) preservice teacher education program. The MSAT teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching, as revealed by faculty interview data. It is important at this point to emphasize that there are significant epistemological and ontological differences between different versions of educational constructivism (i.e., individual, radical, and social constructivism) and that these differences imply different pedagogical practices. For the 16 preservice teachers included in a larger study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Of the sixteen participants in the larger study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). In this article, one of the five teachers case was presented with rich quotes. This case study documents how a preservice teacher transferred his ontological and epistemological beliefs to his pedagogical beliefs and maintained the consistency between his philosophical beliefs and CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of himself as teacher. Data indicated the possibility that a constructivist-oriented preservice teacher education program can influence students' conceptions of science teaching and learning by explicitly introducing constructivism as an epistemology rather than as a specific method of instruction. Implications for both instructional practices of teacher education programmes and research are discussed.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.641-648
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• 2008

The purpose of this study is to analyze pre-service science teachers' pedagogical content knowledge. For this study, two senior education students were selected. The data of this study were collected through interviews, CoRe questionnaire, and classroom observation recordings during the period of student-teacher practice. Data were analyzed using the constant comparative method. The results indicated that the two pre-service science teachers had low level pedagogical content knowledge. Two pre-service science teachers' knowledges of science curriculum were different from each other. Orientations toward teaching science shifted to undesirable direction after the experience of a student-teacher's practice-teaching. Their subject matter knowledges were imperfect. They also had low levels of knowledge of students' understanding.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.1-25
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• 2008

The purpose of this study was to identify pre-service teachers' Pedagogical Content Knowledge (PCK) about decimal calculation. A written questionnaire was developed dealing with decimal calculation. A total of 152 pre-service teachers from 3 universities were selected for this study; they had taken an elementary mathematics teaching method course and had no teaching experience. The results were as follows: First, with regard to the method of decimal calculation, most pre-service teachers were familiar with algorithms introduced in the textbook. But with regard to the meaning of decimal calculations, they had difficulties in understanding decimal multiplication or decimal division with decimal number. Second, pre-service teachers recognized reasons of errors as well as errors patterns that student might make. But this recognition was limited mainly to errors related to natural number calculation. Third, pre-service teachers frequently commented about decimals algorithms, picture models, the meanings of decimal calculations, and connections to natural number calculations. Many of them represented the meanings of decimal calculations through picture models as to help students' understanding, while they just mentioned algorithms or treated decimal calculation as natural number calculations with decimal point.

• Journal of Korean language education
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• v.25 no.1
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• pp.29-52
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• 2014

The purpose of this paper is to suggest a discourse analysis activity that can be used in the stage after performing tasks in task-based Korean speaking class and show its pedagogical advantages. A discourse analysis activity is an metadiscourse activity in which learners speak what they have spoken. By analyzing discourse and performing tasks again, learners can enhance their fluency and accuracy, make their knowledges in target language more stable and extend them, and develop problem solving skills. Consequently, this facilitates learners' acquisition of Korean language. This paper reviewed theoretical background of proposing discourse analysis activity, suggested the pedagogical advantages of the analysis, and examined discourse analysis activity in Korean speaking class. And it included the discourse sample of learners in actual class.

• International Journal of Computer Science & Network Security
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• v.21 no.5
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• pp.43-47
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• 2021

In the course of this article, the concept of "innovation" was considered and analyzed, which is considered not only as a subject, something new, but also as a process. The process of introducing something new into life, and in our case, into the educational process. Innovative educational technologies are varied and plentiful. In this article, the most commonly used. Among them: the use of ICT, game techniques, the portfolio method, personality-oriented, information support of the learning process, educational and health-saving technologies, and others.

• Journal of Korea Multimedia Society
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• v.7 no.8
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• pp.1131-1144
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• 2004

In this paper, we investigate a problem with an e-learning system for e-business environments and introduce the solving method of the problem. To be more accurate, existing Web-hosted and ASP (Application Service Provider)-oriented service model is difficult to cooperate and integrate among the different kinds of systems. So we have produced sharable and reusable learning object, they have extracted a principle from pedagogical designs for units of reuse. We call LIO (Learning Item Object). This modeling makes use of a constructing for XML Web Services. So to speak, units of reuse from pedagogical designs are test tutorial, resource, case example, simulation, problem, test, discovery and discussion and then map introduction, fact, try, quiz, test, link-more, tell-more LIO learning object. These typed LIOs are stored in metadata along with the information for a content location. Each one of LIOs is designed with components and exposed in an interface for XML Web services. These services are module applications, which are used a standard SOAP (Simple Object Access Protocol) and locate any computer over Internet and publish, find and bind to services. This guarantees the interoperation and integration of the different kinds of systems. As a result, the problem of e-learning systems for e-business environments was resolved and then the power of understanding about learning objects based on pedagogical design was increased for learner and instruction designers. And organizations of education hope for particular decreased costs in constructing e-learning systems.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.170-184
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• 2024

This study focused on the practical research needed to improve elementary school science lesson plans. Specifically, a video clip-based pedagogical reasoning activity that included elementary student misconceptions was presented and the influences of this activity on preservice teachers' science lesson planning were assessed. First, the eight preservice teacher participants were asked to write a lesson plan for a dissolution and solution unit, after which a first semi-structured interview was conducted. Then, the participants participated in a video clip-based pedagogical reasoning activity. Based on the activity results, the participants revised their previously planned lessons, and second semi-structured interviews were conducted. The data from the preservice teachers' lesson plans and interview transcripts were analyzed using a constant comparative method to investigate the lesson plan changes. It was found that after the video clip-based pedagogical reasoning activity, the preservice teacher tightened the activity or changed the material to understand the students' thinking processes. In addition, they supplemented their goals and assessment criteria to accommodate the diverse students' thinking. Some also specified motivational strategies that considered student interests, motivation, and possible misconceptions. However, some preservice teachers still set goals that did not sufficiently account for student misconceptions and some planned the student assessments based only on the learning goals rather than the students' thinking. The few preservice teachers were able to develop motivational strategies that considered interest, motivation, and misconceptions. The preservice teachers claimed that they had difficulty predicting the misconceptions and connecting these to the lesson content. Discussions were then held to assist the preservice teachers to consider possible student misconceptions when planning their lessons.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.369-386
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• 2005

Although Intelligent Tutoring System(ITS) offers individualized learning environment that overcome limited function of existent CAI, and consider many learners' variable, there is little development to be using at the sites of schools because of inefficiency of investment and absence of pedagogical content knowledge representation techniques. To solve these problem, we should study a method, which represents knowledge for ITS, and which reuses knowledge base. On the pedagogical content knowledge, the knowledge in education differs from knowledge in a general sense. In this paper, we shall primarily address the multi-complex structure of knowledge and explanation of learning vein using multi-complex structure. Multi-Complex, which is organized into nodes, clusters and uses by knowledge base. In addition, it grows a adaptive knowledge base by self-learning. Therefore, in this paper, we propose the 'Extended Neural Logic Network(X-Neuronet)', which is based on Neural Logic Network with logical inference and topological inflexibility in cognition structure, and includes pedagogical content knowledge and object-oriented conception, verify validity. X-Neuronet defines that a knowledge is directive combination with inertia and weights, and offers basic conceptions for expression, logic operator for operation and processing, node value and connection weight, propagation rule, learning algorithm.